自决论
自治
能力(人力资源)
结构方程建模
语言习得
心理学
背景(考古学)
数学教育
自主学习
目标理论
计算机科学
语言教育
知识管理
社会心理学
理解法
古生物学
机器学习
政治学
法学
生物
作者
Abdullah Alamer,Ahmed Al Khateeb
标识
DOI:10.1080/09588221.2021.1903042
摘要
The study of language learners' motivation has long been considered a key, determining factor of success in second/foreign language acquisition. Based on self-determination theory (SDT), the more autonomously motivated learners are, the better they engage in an activity. To sustain autonomous motivation, the learners' basic psychological needs (BPN) of autonomy, competence, and relatedness should be satisfied. Nevertheless, the role of these three components and their relation to autonomous motivation in the mobile-assisted language learning (MALL) context has not yet been addressed in the literature. Therefore, a social networking mobile application (WhatsApp) has been used to explore how teachers' informal use of such an application relates to an increase in students' motivation. A quasi-experimental design was adopted for two groups of Saudi university students enrolled in the English language department at two major universities (N = 447). The structural model revealed a significant improvement in the effects of Time 1 autonomy on Time 2 autonomous motivation as well as in the effects of Time 1 autonomous motivation on Time 2 autonomous motivation exclusively in the experimental group. The two-time repeated measure of ANOVA substantiated the increase in autonomous motivation exclusively among students in the experimental group. This study contributed to greater recognition of the advantages and challenges of applying WhatsApp as a tool of MALL in the educational system.
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